Preparing Medical Specialists to Practice Genomic Medicine: Education an Essential Part of a Broader Strategy.

genomic education genomic medicine medical specialist preparedness review theory workforce

Journal

Frontiers in genetics
ISSN: 1664-8021
Titre abrégé: Front Genet
Pays: Switzerland
ID NLM: 101560621

Informations de publication

Date de publication:
2019
Historique:
received: 26 04 2019
accepted: 26 07 2019
entrez: 2 10 2019
pubmed: 2 10 2019
medline: 2 10 2019
Statut: epublish

Résumé

Developing a competent workforce will be crucial to realizing the promise of genomic medicine. The preparedness of medical specialists without specific genetic qualifications to play a role in this workforce has long been questioned, prompting widespread calls for education across the spectrum of medical training. Adult learning theory indicates that for education to be effective, a perceived need to learn must first be established. Medical specialists have to perceive genomic medicine as relevant to their clinical practice. Here, we review what is currently known about medical specialists' perceptions of genomics, compare these findings to those from the genetics era, and identify areas for future research. Previous studies reveal that medical specialists' views on the clinical utility of genomic medicine are mixed and are often tempered by several concerns. Specialists generally perceive their confidence and understanding to be lacking; subsequently, they welcome additional educational support, although specific needs are rarely detailed. Similar findings from the genetics era suggest that these challenges are not necessarily new but on a different scale and relevant to more specialties as genomic applications expand. While existing strategies developed for genetic education and training may be suitable for genomic education and training, investigating the educational needs of a wider range of specialties is critically necessary to determine if tailored approaches are needed and, if so, to facilitate these. Other interventions are also required to address some of the additional challenges identified in this review, and we encourage readers to see education as part of a broader implementation strategy.

Identifiants

pubmed: 31572433
doi: 10.3389/fgene.2019.00789
pmc: PMC6749815
doi:

Types de publication

Journal Article Review

Langues

eng

Pagination

789

Informations de copyright

Copyright © 2019 Crellin, McClaren, Nisselle, Best, Gaff and Metcalfe.

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Auteurs

Erin Crellin (E)

Australian Genomics Health Alliance, Melbourne, VIC, Australia.
Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia.
Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia.

Belinda McClaren (B)

Australian Genomics Health Alliance, Melbourne, VIC, Australia.
Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia.
Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia.

Amy Nisselle (A)

Australian Genomics Health Alliance, Melbourne, VIC, Australia.
Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia.
Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia.

Stephanie Best (S)

Australian Genomics Health Alliance, Melbourne, VIC, Australia.
Australian Institute of Health Innovation, Macquarie University, Sydney, NSW, Australia.

Clara Gaff (C)

Australian Genomics Health Alliance, Melbourne, VIC, Australia.
Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia.
Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia.

Sylvia Metcalfe (S)

Australian Genomics Health Alliance, Melbourne, VIC, Australia.
Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia.
Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia.

Classifications MeSH